AP History DBQ Rubric (7 points)

Reporting Category Scoring Criteria Decision Rules

A THESIS/CLAIM 1 pt. To earn this point, the thesis must make a claim that
(0–1 pt) Responds to the prompt with a responds to the prompt rather than restating or
historically defensible thesis/claim that rephrasing the prompt. The thesis must consist of
establishes a line of reasoning. one or more sentences located in one place, either in
the introduction or the conclusion.

B CONTEXTUALIZATION 1 pt. To earn this point, the response must relate the topic of
(0–1 pt) Describes a broader historical context the prompt to broader historical events, developments,
relevant to the prompt. or processes that occur before, during, or continue after
the time frame of the question. This point is not awarded
for merely a phrase or reference.

C EVIDENCE Evidence from the Documents To earn one point, the response must accurately
(0–3 pts) describe — rather than simply quote — the content
1 pt. OR 2 pts.
from at least three of the documents.
Uses the Supports an
To earn two points, the response must accurately
content of at argument in
describe — rather than simply quote — the content
least three response to
from at least six documents. In addition, the response
documents to the prompt
must use the content of the documents to support an
address the using at
argument in response to the prompt.
topic of the least six
prompt. documents.

Evidence beyond the Documents
1 pt.
Uses at least one additional piece of
the specific historical evidence (beyond
that found in the documents) relevant to
an argument about the prompt.
To earn this point, the response must describe
the evidence and must use more than a phrase or
reference. This additional piece of evidence must be
different from the evidence used to earn the point for
contextualization.

D ANALYSIS AND 1 pt.
REASONING For at least three documents, explains
(0–2 pts) how or why the document’s point of
view, purpose, historical situation, and/or
audience is relevant to an argument.
To earn this point, the response must explain how or
why (rather than simply identifying) the document’s
point of view, purpose, historical situation, or audience
is relevant to an argument about the prompt for each of
the three documents sourced.

1 pt. A response may demonstrate a complex

Demonstrates a complex
understanding of the historical
development that is the focus of the
prompt, using evidence to corroborate,
qualify, or modify an argument that
addresses the question.
understanding in a variety of ways, such as:
• Explaining nuance of an issue by analyzing multiple
variables
• Explaining both similarity and difference, or
explaining both continuity and change, or
explaining multiple causes, or explaining both
cause and effect
• Explaining relevant and insightful connections
within and across periods
• Confirming the validity of an argument by
corroborating multiple perspectives across themes
• Qualifying or modifying an argument by considering
diverse or alternative views or evidence
This understanding must be part of the argument, not
merely a phrase or reference.

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 AP History Disciplinary Practices and Reasoning Skills

AP History Disciplinary Practices

Practice 1: Analyzing Historical Evidence Practice 2: Argument Development

Students will be assessed on their ability to …

Primary Sources • Make a historically defensible claim in the

• Describe historically relevant information and/or arguments within a source. form of an evaluative thesis.
• Explain how a source provides information about the broader historical • Support an argument using specific and
setting within which it was created. relevant evidence.
• Explain how a source’s point of view, purpose, historical situation, and/or • Use historical reasoning to explain
audience might affect a source’s meaning. relationships among pieces of historical
• Explain the relative historical significance of a source’s point of view, evidence.
purpose, historical situation, and/or audience. • Consider ways that diverse or alternative
• Evaluate a source’s credibility and/or limitations. evidence could be used to qualify or
modify an argument.
Secondary Sources
• Describe the claim or argument of a secondary source, as well as the
evidence used.
• Describe a pattern or trend in quantitative data in non-text-based sources.
• Explain how a historian’s claim or argument is supported with evidence.
• Explain how a historian’s context influences the claim or argument.
• Analyze patterns and trends in quantitative data in non-text-based sources.
• Evaluate the effectiveness of a historical claim or argument.

AP History Reasoning Skills

Skill 4:
Skill 1: Skill 2: Skill 3: Continuity and
Contextualization Comparison Causation Change over Time

Describe an accurate Describe similarities and/ Describe causes or effects Describe patterns of
historical context for or differences between of a specific historical continuity and/or change
a specific historical different historical development or process. over time.
development or process. developments or processes.

Explain how a relevant
context influenced a specific
historical development or
process.
Explain relevant similarities
and/or differences
between specific historical
developments and
processes.
Explain the relationship Explain patterns of continuity
between causes and effects and/or change over time.
of a specific historical
development or process.
Explain the difference
between primary and
secondary causes and
between short- and
long-term effects.

Use context to explain
the relative historical
significance of a specific
historical development or
process.
Explain the relative historical
significance of similarities
and/or differences
between different historical
developments or processes.
Explain the relative historical
significance of different
causes and/or effects.
Explain the relative historical
significance of specific
historical developments in
relation to a larger pattern of
continuity and/or change.

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